高中元素化合物知識的教學策略研究
發(fā)布時間：2018-12-15 00:58
【摘要】：元素化合物是中學化學教學內容的重要組成部分,約占中學化學教學內容的60%。元素化合物知識的學習,能夠為現代生活、學習、生產和科研提供必需的基礎知識。元素化合物的教學過程,可以滲透STSE教育,能夠引領學生關注生活當中與化學有關的問題,引導學生正確的認識科學、技術、環(huán)境、社會的關系,提高學生的科學素養(yǎng),逐步形成可持續(xù)發(fā)展的思想。另外,元素化合物知識的學習是培養(yǎng)和提升學生化學學科能力的有效方式,能夠幫助學生更好地理解化學基本概念和基本理論,從而為學生的遷移能力的培養(yǎng)奠定基礎。然而由于新課程標準實驗教科書突出強調了元素化合物知識在生產生活中的應用,卻減弱了族的概念,導致了課本編排不成體系,因此在知識的系統(tǒng)性方面存在著一定的缺陷。再加上在教學過程中,很多教師只注重知識的傳授,不注重學習方法的指導、前后知識的銜接,并且不注重實驗教學,以上種種原因導致了學生在學習元素化合物時基礎知識掌握地不牢固、不全面,知識點不能夠網絡化,進而更談不上知識的綜合運用來解決實際問題。如何找到合適的教學策略提高元素化合物的教學效率,這就是本文要解決的問題。本文使用的研究方法以行動研究法為主,同時也運用了文獻法、問卷調查法、訪談法等。本文選擇了5個針對性的教學策略,初步研究說明這些教學策略是有效的。全文共分五章:第一章是緒論。主要包括:問題的提出、研究的現狀、研究的內容和意義、研究的思路和方法。第二章是核心概念和理論基礎。包括教學策略的含義及相關的理論基礎。第三章是高中化學元素化合物教與學現狀的調查。通過問卷調查法、訪談和聽課,了解元素化合物教與學現狀。第四章是高中化學元素化合物教學策略的選擇和應用。首先介紹了選擇教學策略的原則,然后選擇教學策略。策略一:課前導學案輔助預習的教學策略;策略二:采用多種方式激發(fā)學生學習興趣的教學策略,策略三:與學生已有知識建立聯(lián)系的教學策略;策略四:實驗探究的教學策略,策略五:通過問題引導培養(yǎng)學生自主探究能力的教學策略。并根據教學策略進行教學實驗,最后進行結果分析。第五章是結論與反思。
[Abstract]:Element compound is an important part of chemistry teaching content in middle school, which accounts for 60% of chemistry teaching content in middle school. The study of elements and compounds can provide the essential basic knowledge for modern life, study, production and research. The teaching process of elements and compounds can permeate STSE education, lead students to pay attention to the problems related to chemistry in life, guide students to correctly understand the relationship among science, technology, environment and society, and improve students' scientific literacy. Gradually form the idea of sustainable development. In addition, the learning of elemental compound knowledge is an effective way to cultivate and improve students' chemistry ability, which can help students better understand the basic concepts and theories of chemistry, thus laying the foundation for the cultivation of students' transfer ability. However, because the new curriculum standard experimental textbook emphasizes the application of element and compound knowledge in production and life, it weakens the concept of family and leads to the textbook arrangement is not systematic, so there are some defects in the systematic aspect of knowledge. In addition, in the process of teaching, many teachers only pay attention to the teaching of knowledge, not to the guidance of learning methods, the convergence of knowledge before and after, and not to the teaching of experiments. All these reasons lead to the students' basic knowledge is not solid, comprehensive, knowledge points can not be networked, let alone the comprehensive use of knowledge to solve practical problems. How to find appropriate teaching strategies to improve the teaching efficiency of elements and compounds is the problem to be solved in this paper. The research methods used in this paper are action research, literature, questionnaire, interview and so on. In this paper, five teaching strategies are selected, and the preliminary research shows that these teaching strategies are effective. The full text is divided into five chapters: the first chapter is an introduction. It mainly includes: the question, the present situation of the research, the content and the significance of the research, the thought and the method of the research. The second chapter is the core concept and theoretical basis. Including the meaning of teaching strategy and related theoretical basis. The third chapter is the investigation of the present situation of chemical element compound teaching and learning in senior high school. By means of questionnaire, interviews and lectures, the present situation of teaching and learning of elemental compounds was investigated. The fourth chapter is the choice and application of chemical element compound teaching strategy in senior high school. This paper first introduces the principles of choosing teaching strategies, and then chooses teaching strategies. Strategy 1: the teaching strategy of guiding the case before class, the teaching strategy of stimulating the students' interest in learning in many ways, the teaching strategy of establishing the relation with the students' existing knowledge, and the teaching strategy of stimulating the students' interest in learning in many ways; Strategy 4: teaching strategy of experimental inquiry, strategy 5: teaching strategy of cultivating students' ability of independent inquiry through question guidance. And according to the teaching strategy of teaching experiments, the final analysis of the results. Chapter five is conclusion and reflection.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.8
本文編號：2379642
[Abstract]:Element compound is an important part of chemistry teaching content in middle school, which accounts for 60% of chemistry teaching content in middle school. The study of elements and compounds can provide the essential basic knowledge for modern life, study, production and research. The teaching process of elements and compounds can permeate STSE education, lead students to pay attention to the problems related to chemistry in life, guide students to correctly understand the relationship among science, technology, environment and society, and improve students' scientific literacy. Gradually form the idea of sustainable development. In addition, the learning of elemental compound knowledge is an effective way to cultivate and improve students' chemistry ability, which can help students better understand the basic concepts and theories of chemistry, thus laying the foundation for the cultivation of students' transfer ability. However, because the new curriculum standard experimental textbook emphasizes the application of element and compound knowledge in production and life, it weakens the concept of family and leads to the textbook arrangement is not systematic, so there are some defects in the systematic aspect of knowledge. In addition, in the process of teaching, many teachers only pay attention to the teaching of knowledge, not to the guidance of learning methods, the convergence of knowledge before and after, and not to the teaching of experiments. All these reasons lead to the students' basic knowledge is not solid, comprehensive, knowledge points can not be networked, let alone the comprehensive use of knowledge to solve practical problems. How to find appropriate teaching strategies to improve the teaching efficiency of elements and compounds is the problem to be solved in this paper. The research methods used in this paper are action research, literature, questionnaire, interview and so on. In this paper, five teaching strategies are selected, and the preliminary research shows that these teaching strategies are effective. The full text is divided into five chapters: the first chapter is an introduction. It mainly includes: the question, the present situation of the research, the content and the significance of the research, the thought and the method of the research. The second chapter is the core concept and theoretical basis. Including the meaning of teaching strategy and related theoretical basis. The third chapter is the investigation of the present situation of chemical element compound teaching and learning in senior high school. By means of questionnaire, interviews and lectures, the present situation of teaching and learning of elemental compounds was investigated. The fourth chapter is the choice and application of chemical element compound teaching strategy in senior high school. This paper first introduces the principles of choosing teaching strategies, and then chooses teaching strategies. Strategy 1: the teaching strategy of guiding the case before class, the teaching strategy of stimulating the students' interest in learning in many ways, the teaching strategy of establishing the relation with the students' existing knowledge, and the teaching strategy of stimulating the students' interest in learning in many ways; Strategy 4: teaching strategy of experimental inquiry, strategy 5: teaching strategy of cultivating students' ability of independent inquiry through question guidance. And according to the teaching strategy of teaching experiments, the final analysis of the results. Chapter five is conclusion and reflection.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.8
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